rd 3 Grade Unit 3 Mathematics Dear Parents,
The Mathematics Georgia Standards of Excellence (MGSE), present a balanced approach to mathematics that stresses understanding, fluency, and real world application equally. Know that your child is not learning math the way many of us did in school, so hopefully being more informed about this curriculum will assist you when you help your child at home.
Below you will find the standards from Unit Three in bold print and underlined. Following each standard is an explanation with student examples. Please contact your child’s teacher if you have any questions.
OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
This standard calls for students to understand the concept of multiplication. Students should recognize multiplication as a means to determine the total number of objects when there are a specific number of groups with the same number of objects in each group. Multiplication requires students to think in terms of groups of things rather than individual things. Students learn that the multiplication symbol “×” means “groups of” and problems such as 5 × 7 refer to 5 “groups of” 7. Example: Jim purchased 5 packages of muffins. Each package contained 3 muffins. How many muffins did Jim purchase? (5 groups of 3, 5 × 3 = 15 muffins)
OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares (how many in each group?), or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
This standard focuses on two distinct models of division: partition models and measurement models. Examples: ● Partition models focus on the question, “How many in each group?” There are 12 cookies on the counter. If you are sharing the cookies equally among three children, how many cookies will each child get?
● Measurement models focus on the question, “How many groups can you make?” There are 12 cookies on the counter. If each child gets 3 cookies, how many children can eat cookies?
OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
This standard references various strategies that can be used to solve word problems involving multiplication and division. Students should use a variety of representations for solving word problems. Examples of multiplication: ● A teacher had 4 rows in her classroom and put 6 desks in each row. How many desks are in her classroom? ▪ This problem can be solved by drawing an array (rectangular arrangement of equal rows and columns). The student can use this representation to solve the problem showing 4 rows with 6 in each row making a total of 24.